A Study on Verbalism among Visually Impaired Children in Andhra Pradesh

By Ranganathan, Ramakrishnan | European Journal of Social & Behavioural Sciences, The, January 2014 | Go to article overview

A Study on Verbalism among Visually Impaired Children in Andhra Pradesh


Ranganathan, Ramakrishnan, European Journal of Social & Behavioural Sciences, The


1. Introduction:

Verbalis m is defined as lack of meaning of visually impaired children's word, whereas , vis ually oriented verbalis m exis ted when a child employed a word referring to color or brightness to define the name of a given object from a list. Verbalism has been mentioned as a definite problem in the literature on the education of blind, through the available research was scanty and incomplete.

Verbal learning without appropriate foundation in concrete experience has been frequently mentioned in the literature as one of the major problems in the education of the blind. Concern has been expressed that excess ive dependence on verbal learning may have negative effects upon both academic learning and personality development. The child may often accept verbal des criptions of others instead of gaining the necessary impressions from concrete experiences through the senses. Child may be able to verbalize quite readily about objects and tangible materials that could not tactually or otherwis e, identify if given the opportunity. Subs equently abs traction built upon abstraction resulting in hazy and inaccurate understandings of environmental surroundings . The child accepts visually oriented descriptions in lieu of impressions from own senses. The acceptance of borrowed descriptions may lead to lose faith in the worth of real experiences and to feel devaluated. The resulting depression may be generalized to other areas o f adjustment.

Communication ability of the child is based on vocabulary development, social experience in home and environment, social experiment, opportunity to us e language in different contexts , self-initiative to improve the language abilities , the ass istance extended by the regular teacher, resource teacher, peer groups and personnel involved in teaching plus curricular activities . Generally communication proceeds smoothly on two conditions that the path of the message is without obstacles and that the code is genuinely shared by the sender and the receiver. Phonological development, acquis ition of vocabulary and development of s yntax are the three important phenomena in language development and communication skills.

2. Problem Statement:

Is there any threat of verbalism among visually impaired children in Andhra Pradesh?

3. Research Questions:

Is there any influence of gender, age, management, level, area and socioeconomic s tatus on intelligence quotient, experience, adjustment and visually oriented verbalism?

4. Purpose of the Study:

This study aims on reporting detailed concept of verbalis m, major findings of related studies , suggests how to overcome the major obstacles in verbalis m and cites the innovative strategies in teaching learning process which are helpful to the personnel dealing with differently abled in general and visually impaired in particular.

5. Research Methods:

Des criptive Survey method was used to collect the data from a sample of 1198 visually impaired children from 24 schools in Andhra Pradesh. The Gates List verbalis m test was used to collect the data. Variables chosen are gender, age, level of study, socio e conomic status SES, management and area of residence. Simple statistical techniques were used for analysis.

6. Findings :

Verbalis m, cons is ting of visually oriented res ponses , was found to exis t among blind children by several experiments. A type of verbalism may occur if children are able to define or us e words acceptability but are unable to identify items which the words represent. Studies stated that verbalism may be caused by inaccurate and vague concepts resulting from insufficient sensory experiences.

Research concerning concept development was cited indicating that age, intelligence and other factors may be related in varying degrees to concept formation. A pos itive relations hip between Intelligence quotient, experience, adjustment and vis ually oriented verbalis m was found. …

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